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Introduction to Evidence-Based Inquiry

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Introduction to Evidence-Based Inquiry Guiding Principle of scientific, Evidence-Based Inquiry Definition of Research The Characteristics of Educational Research – PowerPoint PPT presentation

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Title: Introduction to Evidence-Based Inquiry


1
Introduction to Evidence-Based Inquiry
  • Guiding Principle of scientific, Evidence-Based
    Inquiry
  • Definition of Research
  • The Characteristics of Educational Research
  • The Research process
  • Quantitative and qualitative research approaches
  • The Functions of research
  • basic, applied,evaluation,and action
  • Limitations of educational research

2
Guiding Principle of scientific,
Evidence-Based Inquiry
  • Evidence-based Inquiry is the search for
    knowledge using systematically gathered empirical
    data.
  • A study is evidence based when investigators have
    anticipated the traditional questions that are
    pertinent and instituted techniques to avoids
    bias at each step of data collection and
    reasoning.

3
Guiding Principle of scientific, Evidence-Based
Inquiry
  • Guide Principle 1 Pose significant question
    that can be investigated empirically
  • A question may be investigated to fill a gap in
    prior knowledge, to seek new knowledge, to
    identify the cause or causes of some
    phenomenon, or to formally test a hypothesis. A
    question may even be articulated at the end of a
    study, when the researcher has a better
    understanding of the phenomenon.

4
Guiding Principle of scientific, Evidence-Based
Inquiry
  • Guiding Principle 2 Link research to a relevant
    theory or conceptual framework
  • Much of scientific inquiry is linked, either
    explicitly or implicitly, to some overarching
    theory or conceptual framework that guides the
    entire research process.

5
Guiding Principle of scientific, Evidence-Based
Inquiry
  • Guiding Principle 2 Link Research to a relevant
    theory or conceptual Framework
  • Theory enters the research process in two
    important ways. First, scientific research is
    usually guided by a conceptual framework or
    theory that suggests possible questions or
    answers to questions posed.
  • In a second, more subtle way, a conceptual
    framework influence the research process in the
    selection of what and how to observe (i,e.,
    methodological choice)

6
Guiding Principle of scientific, Evidence-Based
Inquiry
  • Guiding Principle 3Use methods that allow
    direct investigation of the research question
  • A method can only be judged in terms of its
    appropriateness and effectiveness in undertaking
    a particular research question.
  • Very different methodological approaches
    must often be used in different parts of a series
    of related studies.
  • Guiding Principle 4. Provide a Coherent and
    explicit chain of reasoning
  • A logical chain of reasoning, which proceeds
    from evidence to conclusions, is coherent,
    shareable, and persuasive to the skeptical
    reader. Detailed descriptions of procedures and
    analyses are crucial.

7
Guiding Principle of scientific, Evidence-Based
Inquiry
  • Guiding principle 5 Replicate/Generalize or
    Extend across Studies
  • Some quantitative research aims at replication
    and generalization. Generalization, in research,
    is the extent to which the results of one study
    can be used as knowledge about other populations
    and situations.
  • The goal of most qualitative research, however,
    is to illuminate what is unique and to
    understand the particulars of a specific
    situation in all its complexity. A body of
    scientific knowledge is built through the
    logical extension of finding, rather than through
    the statistical generalization of such
    information.

8
Guiding Principle of scientific, Evidence-Based
Inquiry
  • Guiding principle 6Disclose research to
    encourage professional scrutiny and critique.
  • Scientific research does not contribute to a
    large body of knowledge until its findings have
    been widely disseminated and undergone
    professional scrutiny by peers. A collaborative,
    public critique is a sign of the health of
    scientific inquiry.

9
Definition of Research
  • Research is the systematic process of collecting
    and logically analyzing data for some purpose.
  • Research methods have been developed for
    acquiring knowledge by reliable and valid
    procedures . Data collection may be done with
    measurement techniques, extensive interviews and
    observations, or a set of documents.

10
Table characteristics of Educational Research
  • Characteristics
    Quantitative
    Qualitative
  • Objectivity Explicit
    description of data Explicit
    description of data

  • collection and analysis
    collection and analysis

  • procedures
    procedures
  • Precision Measurement
    and statistics Detailed
    description of


  • phenomenon
  • Verification Result
    replicated by others
    Extension of


  • understandings by


  • others
  • Parsimonious Least
    complicated
    Summary statements
  • explanation explanation
    preferred
  • Empiricism Numerical date
    Narrative
  • Logical reasoning Primarily
    deductive
    Primarily inductive

11
The research process
  • The research process typically in involves
    several phases. These phases are not always
    sequential nor are an orderly step-by-step
    process.
  • 1.Select a general problem
  • The problem defines the area of education in
    which research will be conducted, such as
    instruction, administration.

12
The research process
  • 2.Review the literature on the problem
  • The most important literature is prior research
    and theory, but other literature may be useful.
  • 3.Decide the specific research problem, question,
    or hypothesis
  • This requires the investigator to select
    whether a quantitative or qualitative mode of
    inquiry is appropriate for the research problem.

13
The research process
  • 4.Determine the design and methodology
  • The researcher decides form whom data will be
    collected, how the subjects will be selected, how
    data will be collected.
  • 5.Collect data
  • Ethical and legal concerns regarding data
    collection and analysis must also be resolved.

14
The Research process
  • 6.Analyze data and present the results
  • Usually, summary visual representations are used,
    such as statistical table and integrative
    diagram.
  • 7.Interpret the findings and state conclusions or
    a summary regarding the problem
  • Decision are made about the reporting format
    appropriate for the purpose of the study and the
    intended audience or readers. The research
    process may be relatively short, or it may take
    several years or longer.

15
Introduction of the quantitative and
qualitativeresearch approaches
16
Basic researches include
  • 1.assumptions about the world.
  • 2.research purpose.
  • 3.research methods and process.
  • 4.prototypical study (clearest example).
  • 5.researcher role.
  • 6.importance of the context in the study.

17
  • For your reference, please look at your textbook
    page 8 ,table1-3.
  • Assumptions about the world

18
The functions of research
  • Basic research
  • Applied research
  • Evaluation research
  • Action research

19
Limitations of educational research
  • In the field of education, evidence-based
    educational research uses methodologies
    developed originally in the social sciences.

20
Limitations of educational research
  • Legal and ethical concerns.
  • Public institutions.
  • Program variability.
  • Diversity.
  • Complexity of research problems.
  • Methodological difficulties.

21
Thank you for your listening.
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